The Kansas State Board of Education dedicates the 

Kansas Science Education Standards to all Kansas students.

Our students are the future of Kansas.
 

Mission Statement

The mission of science education in Kansas is to utilize science as a vehicle to prepare all students as lifelong learners who can use science to make reasoned decisions, contributing to their local, state, and international communities.
  

Vision Statement

All students, regardless of gender, creed, cultural or ethnic background, future aspirations or interest and motivation in science, should have the opportunity to attain high levels of scientific literacy. (Adapted from Annenberg/CPM Math and Science Project, 1996, T-7)

The educational system must prepare the citizens of Kansas to meet the challenges of the 21st century. The Kansas Science Standards are intended to enhance the preparation of all students with a focus on excellence and equity.

In seeking to serve all students, these standards give students the opportunity to learn science by experiencing it. To reach the focus on excellence and equity, this experience must include:

• highly qualified teachers,
• time on task, and
• multiple opportunities to learn, utilizing rich and varied learning materials and environments.

These standards rest on the premise that science is an active process. Science is something that students and adults do, not something that is done to them. Therefore, these standards are not meant to encourage a single teaching methodology but instead should elicit a variety of effective approaches to learning science.

The Kansas Science Education Standards:

• Provide criteria that Kansas educators and stakeholders can use to further scientific literacy.
• Offer a structure that can ultimately lead to improved science education.
• Advocate that science education must be developmentally appropriate and reflect a systemic, progressive approach throughout the elementary, middle, and high school years.

Purpose of this Document

These standards, benchmarks, indicators, and examples are designed to assist Kansas educators in selecting and developing local curricula, carrying out instruction, and assessing students' progress. Also, they will serve as the foundation for the development of state assessments in science. Finally, these standards, benchmarks, indicators, and examples represent high, yet reasonable, expectations for all students.

Students may need further support in and beyond the regular classroom to attain these expectations. Teachers, school administrators, parents, and other community members should be provided with the professional development and leadership resources necessary to enable them to help all students work toward meeting or exceeding these expectations.
  

Background Information

The original Kansas Curricular Standards for Science were drafted in 1992, approved by the Kansas State Board of Education in 1993, and updated in 1995. Although all of this work occurred prior to the release of the National Science Education Standards in 1996, the original Kansas standards reflect early work on the national standards. At the August, 1997 meeting of the Kansas State Board of Education, the Board directed that revised academic standards should do the following:

1. Bring greater clarity and specificity to what teachers should teach and students should learn at the various grade levels.

2. Build on current state curricular standards.

3. Prioritize the standards to be assessed by the state assessments.

4. Provide guidance on assessment methodologies.
 

Science is the human activity of seeking logical explanations for what we observe in the world around us. Science does so through the use of observation, experimentation, and logical argument while maintaining strict empirical standards and healthy skepticism. Scientific explanations are built on observations, hypotheses, and theories. A hypothesis is a testable statement about the natural world that can be used to build more complex inferences and explanations. A theory is a well-substantiated explanation of some aspect of the natural world that can incorporate observations, inferences, and tested hypotheses. Scientific explanations must meet certain criteria.

• They must be logical.
• They must be consistent with experimental and/or observational data.
• They must be testable by scientists through additional experimentation and/or observation.
• They must follow strict rules that govern the repeatability of observations and experiments.

Teaching With Tolerance and Respect

Science studies natural phenomena by formulating explanations that can be tested against the natural world. Some scientific concepts and theories (e.g. blood transfusion, human sexuality, nervous system role in consciousness, cosmological and biological evolution, etc.) may conflict with a student’s religious or cultural beliefs. The goal is to enhance understanding, and a science teacher has a responsibility to enhance students’ understanding of scientific concepts and theories. Compelling student belief is inconsistent with the goal of education. Nothing in science or in any other field of knowledge should be taught dogmatically.

A teacher is an important role model for demonstrating respect and civility, and teachers should not ridicule, belittle or embarrass a student for expressing an alternative view or belief. Teachers model and expect students to practice sensitivity and respect for the various understandings, capabilities, and beliefs of all students. No evidence or analysis of evidence that contradicts a current science theory should be censored.
  

A Perspective on Changing Emphases

The central nature of inquiry in learning science reflects substantive changes - steps forward - from the previous Kansas Curricular Standards for Science, last updated in 1995. These standards reflect the following changes in emphases, as shown in the chart below:
 

Regarding science process skills, these standards call for substantive change, for a decrease in emphasis on implementing inquiry as a set of isolated process skills, with a simultaneous increase in emphasis on implementing inquiry as instructional strategies, ideas, and abilities to be learned. Close examination of the chart above reveals that science processes remain important, as they should. But, in these standards, students acquire proficiency in science processes within the context of learning to do scientific inquiry. This requires students to develop their abilities to think scientifically.
 

Each standard in the main body of the document contains a series of benchmarks, which describe what students should know and be able to do at the end of a certain point in their education (e.g., grade 2, 4, 8, 10). Each benchmark contains a series of indicators, which identify what it means for students to meet a benchmark. Indicators are frequently followed by examples, which are specific, concrete ideas or illustrations of what is intended by the indicator.
  

Standards

There are seven standards for science. These standards are general statements of what students should know, understand, and be able to do in the natural sciences over the course of their K-12 education. The seven standards are interwoven ideas, not separate entities; thus, they should be taught as interwoven ideas, not as separate entities. These standards are clustered for grade levels K-2, 3-4, 5-8, and 9-12.
  

• Science

Inquiry is central to science learning and to the science process. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify assumptions, use critical and logical thinking, identify faulty reasoning and consider alternative explanations. In this way, students actively develop an understanding of science by combining scientific knowledge with reasoning and thinking skills. As a result of such experiences, students will be empowered to add to the growing body of scientific knowledge. Historically, many innovations in science require that the currently popular theories be challenged and then changed. Therefore, the skills learned in inquiry should not be limited to the experiments that the students do in the classroom. In addition, students will learn to identify the assumptions that underlie the hypotheses, theories and laws taught to them in the classroom.

•

Physical science encompasses the traditional disciplines of physics and chemistry. Students should develop an understanding of physical science including: properties, changes of properties of matter, motion and force, velocity, structure of atoms, chemical reactions, and the interaction of energy and matter and their applications in the other sciences such as biology, medicine and earth science.

          •

These are specific statements of what students should know and be able to do at a specified point in their schooling. Benchmarks are used to measure students’ progress toward meeting a standard. In these standards, benchmarks are defined for grades 2, 4, 8, and 10.
 
 

Indicators

These are statements of the knowledge or skills which students demonstrate in order to meet a benchmark. Indicators are critical to understanding the standards and benchmarks and are to be met by all students. The indicators listed under each benchmark are not listed in priority order, nor should the list be considered as all-inclusive. Moreover, the list of examples under each indicator should be considered as representative but not as comprehensive or all-inclusive.
 
 

Examples

Two kinds of examples are presented. An instructional example offers an activity or a specific concrete instance of an idea of what is called for by an indicator. A clarifying example provides an illustration of the meaning or intent of an indicator. Like the indicators themselves, examples are considered to be representative but not comprehensive or all-inclusive.
 
 

Keying the Standards to the Kansas Science Assessment

Readers should notice that selected indicators beneath standards have a box containing a number immediately to the left of the number of the indicator. The presence of such an internally numbered box beside an indicator means that the indicator has been designated for emphasis on the new Kansas Science Assessment, which will be developed to assess these standards. Thus, a box with the number "4" inside represents an indicator to be emphasized on the Grade 4 Kansas Science Assessment. Similarly, boxes with the numbers "7" or "10" inside represent indicators to be emphasized on the Grade 7 and Grade 10 Kansas Science Assessments, respectively. None of the indicators designated by a boxed-10 will assume competency through the second semester of grade 10. Finally, readers should know that the number represents the first point at which a particular indicator will be assessed. The same indicator may also be included on later assessments.

Science is traditionally a discipline-centered activity; however, broad, unifying concepts and processes exist which cut across the traditional disciplines of science. Four such concepts and processes, which are named and described below, have been embedded within and across the seven standards. These broad unifying concepts and processes complement the analytic, more discipline-based perspectives presented in the other content standards. Moreover, they provide students with productive and insightful ways of thinking about integrating a range of basic ideas that explain the world about us, including what occurs naturally as well as what is built by humans through science and technology. The embedded unifying concepts and processes named and described below are a subset of the many unifying ideas in science and technology. These were selected from the National Science Education Standards because they provide connections between and among traditional scientific disciplines, are fundamental and comprehensive, are understandable and usable by people who will implement science programs, and can be expressed and experienced in a developmentally appropriate manner during K-12 science education.
  

Systems, Order, and Organization: The world about us is complex; it is too enormous and complex to investigate and understand as a whole. For the convenience of investigation, scientist and students define small portions for study. These small portions can be systems. A system can be described as an organized group of related objects or parts that form the whole. Systems are described and organized into open, closed, or isolated processes. Systems can consist of organisms, machines, fundamental particles, galaxies, ideas, numbers, transportation, and education. Systems have resources, components, and boundaries. Systems have flow (input and output) and provide feedback. Order is described as behavior traits of matter, objects, organisms, or events in the universe. Order can be described statistically. Probability is the prediction and certainty that scientists and students can assign the determined events or experiments in a defined time and space. Types and levels of organizations categorize thought about the world that can be useful. Types of organization include the periodic table of elements and classification of organisms. Physical systems are described at different levels of organization, such as fundamental particle, atoms, and molecules. Living systems also have different levels of organization. Examples of living systems levels of organization include cells, tissue, organs, organisms, populations, and communities.
  

Evidence, Models, and Explanation: Evidence consists of observations and empirical data which investigators may utilize and evaluate to make scientific conclusions. Models are schemes and structures that correspond to objects and events and enable an investigator to explain and predict. Models also help investigators understand how things work. Examples of models are physical objects, plans, mental constructs, mathematical equations, and computer-based simulations. Scientific explanations are made based on scientific knowledge and new evidence obtained through observations and experiments. "Hypothesis, " "how", "model, " "principle, " "theory, " and "paradigm" are used to describe scientific explanations.
  

Constancy, Change, and Measurement: Change is the process of becoming different. Change might occur in properties of materials, positions of objects, motion, and system form and function. Change in some properties of objects and processes is characterized by constancy (electron charge, speed of light, etc.) Constancy refers to rate, scale, and patterns of change.

Equilibrium refers to the off-setting forces and changes that occur in opposite directions. Interacting units of matter tend toward equilibrium states in which the energy is as randomly and uniformly distributed as possible. Homeostasis, balance, and steady state are descriptors of equilibrium. Changes can be quantified and measured. Evidence of change and formulation of explanations may be made based on qualified data. Different scales or measurement systems are utilized for various purposes. The metric system is commonly used in science. Science relies on mathematics to accurately measure change and equilibrium. Important scientific knowledge is to know and understand when to use various measurement systems.
  

Form and Function: Form and function refer to complementary aspects of objects, systems, or organisms. Form most generally relates to the use, function, or operation of an object, system, or organism. Form and function can explain each other.

At the beginning of the 4^th (p. 17), 8^th (p. 28), and 12^th (p. 54) grade standards, the overview of science content for that section within the seven standards is connected to the unifying concepts and processes.
 

STANDARD 1: SCIENCE AS INQUIRY

Experiences in grades K-2 will allow all students to develop an understanding of inquiry. In elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.

Benchmark 1: All students will be involved in activities that will develop skills necessary to do scientific inquiries. These activities will involve asking a simple question, completing an investigation, answering the question, and presenting the results to others. However, not every activity will involve all of these stages nor must any particular sequence of these stages be followed.
 
 

Indicators: The students will:

4 1. Identify characteristics of objects.

Example: States characteristics of leaves, shells, water, and air.

 4 2. Classify and arrange groups of objects by a variety of characteristics.

 Example: Group seeds by color, texture, size; group objects by whether they float or sink; group rocks by texture, color, and hardness.

4 3. Use appropriate materials and tools to collect information.

Example: Use magnifiers, balances, scales, thermometers, measuring cups, and spoons when engaged in investigations.

4. Ask and answer questions about objects, organisms, and events in their environment.

Example: The student may ask, "What must I do to balance a pencil, ruler, or piece of paper on my finger?"

5. Describe an observation orally or pictorially.

Example: Draw pictures of plant growth on a daily basis; note color, number of leaves.
 
 

Experiences in grades K-2 will allow all students the opportunity to explore the world by observing and manipulating common objects and materials in their environment.

Benchmark 1: All students will develop skills to describe objects.

All students will have opportunities to compare, describe, and sort objects.

Indicators: The students will:

4 1. Observe properties and measure those properties using age-appropriate tools and materials.

Example: Compare and contrast size, weight, shape, color, and temperature of objects.

4 2. Describe objects by the materials from which they are made.

Example: Compare and contrast objects made from wood, metal, and cloth.

4 3. Separate or sort a group of objects or materials by characteristics.

Example: Compare and contrast the shape, size, weight, and color of objects.

4 4. Compare and contrast solids and liquids.

Example: Compare and contrast the properties of water with the properties of wood.
 
 

Experiences in grades K-2 will allow all students to develop an understanding of biological concepts.

Benchmark 1: All students will develop an understanding of the characteristics of living things.

Through direct experiences, students will observe living things, their life cycles, and their habitats.

Indicators: The students will:

4 1. Discuss that living things need air, water, and food.

Example: What children need...what plants need...what animals need.

2. Observe life cycles of different living things.

Example: Observe butterflies, mealworms, plants, and humans.

 3. Observe living things in various environments.

Example: Observe classroom plants; take nature walks in your own area and various field trips; observe terrariums and aquariums.

4 4. Examine the characteristics of living things.

Example: Butterflies have wings. Plants may have leaves and roots. People have skin and hair.
  

Experiences in grades K-2 will allow all students to observe closely the objects and materials in their environment.
 
 

Benchmark 1: All students will describe properties of Earth materials.

Earth materials may include rock, soil, air, and water.

Indicators: The students will:

4 1. Group Earth materials.

Example: Describe and compare soils by color and texture, sort pebbles and rocks by size, shape, and color.

4 2. Describe where Earth materials are found.

Example: Observe Earth materials around the playground, on a field trip, or in their own yard.
 
 

Benchmark 2: All students will observe and compare objects in the sky.

The sun, moon, stars, clouds, birds, and other objects such as airplanes have properties that can be observed and compared.

Indicators: The students will:

1. Distinguish between man-made and natural objects in the sky.

Example: Compare birds to airplanes.

2. Recognize sun, moon, and stars.

Example: Observe day and night sky regularly.

4 3. Describe that the sun provides light and warmth.

Example: Feel heat from the sun on the face and skin. Observe shadows.
  

Benchmark 3: All students will describe changes in weather.

Weather includes snow, rain, sleet, wind, and violent storms.
 
 

Indicators: The students will:

1. Observe changes in the weather from day to day.

Example: Draw pictures.

2. Record weather changes daily.

Example: Use weather charts, calendars, and logs to record daily weather.

3. Discuss weather safety procedures.

Example: Practice tornado drill procedures; talk about the dangers of lightning and flooding.
 
 

Experiences in grades K-2 will allow all students to have a variety of educational experiences that involve science and technology.

Benchmark 1: All students will use technology to learn about the world around them.

Students will use software and other technological resources to discover the world around them.

Indicators: The students will:

1. Explore the way things work.

Example: Observe the inner workings of non-working toys, clocks, telephones, toasters, music boxes.

4 2. Experience science through technology.

Example: Use science software programs, balances, thermometers, hand lenses, and bug viewers.

 3. Experience science through technology in the kitchen.

Example: Explore simple machines, i.e., wedge, lever, and wheel, and their combinations, ramp, screw, pulley, roller, and axle from common kitchen items, such as sausage grinder and rolling pins. Identify the simple machines and discover the way they make tasks easier to perform.

Example: try to find how many machines are built into a kitchen device like a hand powered egg beater - a crank or lever.
 
 

Experiences in grades K-2 will allow all students to have a variety of experiences that provide initial understandings for various science-related personal and environmental challenges.

This standard should be integrated with physical science, life science, and Earth & space science standards.

Benchmark 1: All students will demonstrate responsibility for their own health.

Health encompasses safety, personal hygiene, exercise, and nutrition.

Indicators: The students will:

1. Discuss that safety and security are basic human needs.

Example: Discuss the need to obey traffic signals, the use of crosswalks, and the danger of talking to strangers.

2. Engage in personal care.

Example: Practice washing hands and brushing teeth. Discuss clothing. Discuss personal hygiene.

3. Discuss healthy foods.

Example: Cut out pictures of foods and sort into healthy and not healthy groups.
  

Experiences in grades K-2 will allow all students to experience scientific inquiry and learn about people from history.

This standard should be integrated with physical science, life science, and Earth & space science standards.

Benchmark 1: All students will know they practice science.

Indicators: The students will:

4 1. Be involved in explorations that make them wonder and know that they are practicing science.

Example: Observe what happens when you place a banana or an orange (with and without the skin) or a crayon in water. Observe what happens when you hold an M&M, a chocolate chip, or a raisin in your hand. Note the changes. Observe what happens when you rub your hands together very fast.

2. Use technology to learn about people in science.

Example: Read short stories, and view films or videos. Invite parents who are involved in science as guest speakers.
  

STANDARD 1: SCIENCE AS INQUIRY

Experiences in grades 3-4 will allow all students to experience science as full inquiry. Full inquiry involves asking a simple question, completing an investigation, answering the question, and presenting the results to others.

Benchmark 1: All students will develop the skills necessary to do full inquiry. However, not every activity will involve all of these stages nor must any particular sequences of these stages be followed.Students can design investigations to try things to see what happens.

Indicators: The students will:

4 1. Ask questions that they can answer by investigating.

Example: Will oil and water mix? How much water will a sponge hold?
 

4 2. Plan and do a simple experiment.

Example: Design a test of the wet strength of paper towels; experiment with plant growth; experiment to find ways to prevent soil erosion.
 
 

4 3. Employ appropriate equipment and tools to gather data.
 
 

Example: Use a balance to find the mass of the wet paper towel, meter sticks to measure length of the room, our height, arm span.
 
 

4 4. Begin developing the abilities to communicate, critique, and analyze their own investigations and interpret the work of other students.

Example: Describe investigations with pictures, written language, oral presentations.
 

Experiences in grades 3-4 will allow all students to compare, describe, and sort as they begin to form explanations of the world.
 

Benchmark 1: All students will develop skills to describe objects.

Through observation, manipulation, and classification of common objects, children reflect on the similarities and differences of the objects.

Indicators: The students will:

4 1. Observe properties and measure those properties using appropriate tools.

Example: Observe and record the size, weight, shape, color, and temperature of objects using balances, thermometers, and other measurement tools.
 
 

4 2. Classify objects by the materials from which they are made.

Example: Group a set of objects by the materials from which they are made.
 
 

4 3. Describe objects by more than one property.

Example: Observe that an object could be hard, round, and rough.
 
 

4 4. Observe and record how one object reacts with another object or substance.

Example: Mix baking soda and vinegar and record observations.
 
 

4 5. Recognize and describe the differences between solids and liquids.

Example: Observe differences between ice as a solid and water as a liquid.
 

When students describe and manipulate objects, they will observe the position and movement of objects.

Indicators: The students will:

1. Move objects by pushing, pulling, throwing, spinning, dropping, and rolling, and describe the movement.

Example: Spin a top; roll a ball.

4 2. Describe locations of objects.

Example: Describe locations as up, down, in front, or behind.

Benchmark 3: All students will recognize and demonstrate what makes sounds.

The concept of sound is very abstract. However, by investigating a variety of sounds made by common objects, students can form a connection between sounds the objects make and the materials from which the objects are made. Plastic objects make a different sound than do wooden objects.

Indicators: The students will:

1. Discriminate between sounds made by different objects.

Example: Listen and compare the sounds made by drums and other musical instruments, such as cans, gourds, plastic spoons, pennies, and plastic disks.

Benchmark 4: All students will experiment with electricity and magnetism. Repeated activities involving simple electrical circuits can help students develop the concept that electrical circuits require a complete loop through which an electric current can pass. Magnets attract and repel each other and certain kinds of other materials.

Indicators: The students will:

4 1. Demonstrate that magnets attract and repel.

4 2. Design a simple experiment to determine whether various objects will be attracted to magnets.

4 3. Construct a simple circuit.

Example: Use a battery, bulb, and wire to light a bulb, make a motor run, produce sound, or make an electromagnet.
 
 

Experiences in grades 3-4 will allow all students to build an understanding of biological concepts through direct experience with living things, their life cycles, and their habitats.

Benchmark 1: All students will develop a knowledge of organisms in their environments.

The study of organisms should include observations and interactions within the natural world of the child.

Indicators: The students will:

4 1. Compare and contrast structural characteristics and functions of different organisms.

Example: Compare the structures for movement of a mealworm to the structures for movement of a guppy. Compare the leaf structures of a sprouted bean seed to the leaf structures of a corn seed.

4 2. Compare basic needs of different organisms in their environments.

Example: Compare the basic needs of a guinea pig to the basic needs of a tree.

3. Discuss ways humans and other organisms use their senses in their environments.

Example: Compare how people and other living organisms get food, seek shelter, and defend themselves.
  

Benchmark 2: All students will observe and illustrate the life cycles of various organisms.

Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying.

Indicators: The students will:

4 1. Compare, contrast, and ask questions about the life cycles of various organisms.

Example: Plant a seed and observe and record its growth. Observe and record the changes of an insect as it develops from birth to adult.
 
 

Experiences in grades 3-4 will allow all students to observe closely the objects, materials, and changes in their environment, note their properties, distinguish one from another, and develop their own explanations of how things become the way they are.

Benchmark 1: All students will develop an understanding of the characteristics of rocks, soil, and water, as well as other components of Earth.

Playgrounds or parks are convenient study sites to observe.

Indicators: The students will:

1. Observe a variety of Earth materials in their environment.

Example: Observe rocks, soil, sand, air, and water.

4 2. Collect, observe, and become aware of properties of various soils.

Example: Students could bring in samples of soils from their surroundings and observe color, texture, and reaction to water.

4 3. Experiment with a variety of soils.

Example: By planting seeds in a variety of soil samples, students can compare the effect of different soils on plant growth.
 
 

4 4. Describe properties of many different kinds of rocks.

Example: Bring rocks from the playground, immerse in water, and observe color, texture, and reaction to liquids.
 
 

5. Observe fossils and discuss how fossils provide evidence of plants and animals that lived in the past.

Example: Provide a variety of fossils for observation. Discuss how fossils are formed; how long it takes an organism to decay or to be scavenged; how long it takes an organism to be fossilized; whether or not all fossilized organisms were dead at the time of burial (i.e. closed clam fossils).

Benchmark 2: All students will describe and compare characteristics of objects that move through the sky.

Indicators: The students will:

1. Observe the moon and stars.

Example: Sketch the position of the moon in relation to a tree, rooftop, or building.

2. Observe and compare the length of shadows.

Example: Students can observe the movement of an object’s shadow during the course of a day, or construct simple sundials.

4 3. Discuss that the sun provides light and heat to maintain the temperature of the Earth.

Example: When on the playground and the sun goes behind a cloud, discuss why it seems cooler.
 
 

Benchmark 3: All students will develop skills necessary to describe changes in the Earth and weather.

If the students revisit a study site regularly, they will develop an understanding that the Earth’s surface and weather are constantly changing.

Indicators: The students will:

4 1. Describe changes in the surface of the Earth.

Example: Students will observe erosion and changes in plant growth at a study site.

4 2. Observe, describe, and record daily and seasonal weather changes.

Example: Record weather observations.
 
 

Experiences in grades 3-4 will allow all students to have a variety of educational experiences that involve science and technology. They will begin to understand the design process, as well as develop the ability to solve simple design problems that are appropriately challenging for their developmental level.

Benchmark 1: All students will develop appropriate problem solving skills.

Problem solving should occur within the setting of the home and school.

Indicators: The students will:

4 1. Identify a simple problem; design an approach/plan; implement the plan; solve and check for reasonableness; and communicate the results.

Example: Compare and contrast two types of string to see which is best for lifting different objects; design the best paper airplane, helicopter, or terrarium; design a simple system to hold two objects together.
 
 

Benchmark 2: All students will expand and use their understanding of science and technology.

Children can examine technological products (such as zippers, snaps, arches, and cars) to learn how the scientific process can lead to solutions for everyday problems.

Indicators: The students will:

4 1. Discuss that science is a way of investigating questions about their world.

Example: Discuss how you think a zipper works; discuss how you think a can opener works.
 
 

4 2. Invent a product to solve problems.

Example: Invent a new use for old products; potato masher , strainer, carrot peeler. Use a juice can to invent something useful.

3. Work together to solve problems.

Example: Share ideas about solving a problem.

4. Develop an awareness that women and men of all ages, backgrounds, and ethnic groups engage in a variety of scientific and technological work.

Example: Interview parents and other community and school workers.
  

5. Investigate how scientists use tools to observe.

Example: Engage in research on the Internet; interview the weatherman; conduct research in the library; call or visit a laboratory.
 
 

Benchmark 3: All students will discriminate between natural objects and those made by people.

Some objects occur in nature; others have been designed and made by people to solve human problems and enhance the quality of life.

Indicators: The student will:

4 1. Compare, contrast, and sort human-made versus natural objects.

Example: Compare and contrast real flowers to silk flowers.
 
 

4 2. Use appropriate tools when observing natural and human-made objects.

Example: Use a magnifier when observing objects.
 
 

3. Ask questions about natural or human-made objects and discuss the reasoning behind their answers.

Example: The teacher will ask, "Is this a human-made object? Why do you think so?" When observing a natural or human-made object, the child will be asked the reasoning behind his/her answer.
 
 

4. Investigate the various systems that connect utilities to the student's home: Electricity, Gas, Water, Sanitation, Telecommunication, etc. Find the source or entry of the system and points where the utility can be accessed. Find the places where the system is controlled.

Experiences in grades 3-4 will allow all students to demonstrate personal health and environmental practices, and to have a variety of experiences that provide initial understanding for various science-related personal and environmental challenges.

This standard should be integrated with physical science, life science, and Earth & space science standards.
 
 

Benchmark 1: All students will develop an understanding of personal health.

Personal health involves physical and mental well being, including hygienic practices, and self-respect.

Indicators: The students will:

4 1. Discuss that safety involves freedom from danger, risk, or injury.

Example: Classroom discussions could include bike safety, water safety,weather safety, sun protection.
 
 

2. Exhibit some responsibility for their own health.

Example: Use recommended dental hygiene techniques, bathe, and exercise.
 
 

4 3. Discuss that various foods contribute to health.

Example: Read and compare nutrition information found on labels; discuss healthy foods; make a healthy snack.
 
 

Benchmark 2: All students will demonstrate an awareness of changes in the environment.

Through classroom discussions, students can begin to recognize pollution as an environmental issue, scarcity as a resource issue, and crowded classrooms or schools as a population issue.

Indicators: The students will:

4 1. Define pollution.
 
 

Example: Take a pollution walk, gathering examples of litter and trash.
 
 

4 2. Develop personal actions to solve pollution problems in and around the neighborhood.

Example: After the pollution walk, children could work in groups to solve pollution problems they observed.

3. Practice reducing, reusing, and recycling.

Example: Present the problem that paper is being wasted in the classroom. Students could meet and form a plan to resolve this problem.

Experiences in grades 3-4 will allow all students to experience some things about scientific inquiry and learn about people from history.

Experiences of investigating and thinking about explanations, not memorization, will provide fundamental ideas about the history and nature of science. This standard should be integrated with physical science, life science, and Earth and space science standards.
 
 

Benchmark 1: All students will develop an awareness that people practice science.

People have practiced science and technology for a long time. Children and adults can derive great pleasure from doing science. They can investigate, construct, and experience science. Individuals, as well as groups of students, can conduct investigations.

Indicators: The students will:

4 1. Ask a question that can be answered by scientific experimenting and do an experiment that will answer the question. Then repeat the experiment to see if they can get the same results.

Example: What will happen if a plant is under light for different lengths of time? What will happen if the length or width of the wing of a paper airplane is changed? What will happen if vinegar is dropped on different kinds of rocks?
  

Benchmark 2: Determine the difference between data, explanations and the scientific method.

Indicators: The student will:

1. Gather data and develop an explanation about the results of an experiment. Tell what is data, what is the explanation, and what was the method.

Example: The amount of growth of a plant is the data. An explanation might be that more light and the nature of the plant caused more growth, and the scientific method is doing the repeatable and testable experiment and developing the explanation.

Benchmark 3: Learn about people in science.

Indicators: The students will:

1. Learn about the contributions people have made to science.

Example: Short stories, films, videos, and speakers.
 
 

STANDARD 1: SCIENCE AS INQUIRY

Experiences in grades 5-8 will allow all students to develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.

Benchmark 1: The students will demonstrate abilities necessary to do the processes of scientific inquiry.

Students can develop the skills of investigation and the understanding that scientific inquiry is guided by knowledge, observations, questions, and a design which identifies and controls variables to gather evidence to formulate an answer to the original question, given appropriate curriculum and adequate instruction. Students are to be provided opportunities to engage in full and partial inquiries in order to develop the skills of inquiry.

Teachers help students succeed by showing how to choose interesting questions, checking designs, giving examples of good experimental strategies and instructing in the proper use of instruments and technology. Students at the middle level need special guidance in using evidence to build explanations, inference, and models, and guidance to think critically and logically and to see the relationships between evidence and explanations.
 
 

Indicators: The students will:

7 1. Identify questions that can be answered through scientific investigations.
 
 

Example: Explore properties and phenomena of materials, such as a balloon, string, straw, and tape. Students explore properties and phenomena and generate questions to investigate.
 
 

7 2. Design and do scientific inquiry.

Example: Students design and conduct an investigation on the question, "Which paper towel absorbs the most water?" Materials include different kinds of paper towels, water, and a measuring cup. Components of the investigation should include background and hypothesis, identification of independent variable, dependent variable, constants, list of materials, procedures, collection and analysis of data, and conclusions.

7 3. Use appropriate tools, mathematics, technologies, and methods to gather, analyze and interpret data.

Example: Given an investigative question, students determine what to measure and how to measure, and display their results in a graph or other graphic format.
 
 

Example: Students check data to determine: Was the question answered? Was the hypothesis supported/not supported? Did this design work? How could this experiment be improved? What other questions could be investigated?
 
 

7 5. Apply mathematical reasoning to scientific inquiry.

Example: Look for patterns from the mean of multiple trials, such as rate of dissolving relative to different temperatures. Use observations for inductive and deductive reasoning, such as explaining a person’s energy level after a change in eating habits (e.g., use Likert-type scale). State relationships in data, such as variables, which vary directly or inversely.
 
 

7 6. Present a report of the investigation so that others understand it and can replicate the design.
 
 

Benchmark 2: The students will apply different kinds of investigations to different kinds of questions.

Investigation strategies include observation, specimen collection, experimentation, discovery, and modeling. Instructional activities of scientific inquiry need to engage students in identifying and shaping questions for investigations. Different kinds of investigations suggest different kinds of questions.

To help focus, students need to frame questions such as "What do we want to find out?" "How can we make the most accurate observations?" "If we do this, then what do we expect to happen?" Students need instruction to develop the ability to refine and refocus broad and ill-defined questions.
 
 

Indicators: The students will:

7 1. Differentiate between a qualitative and a quantitative investigation.

Example: While observing a decomposing compost pile, how could you collect quantitative (numerical, measurable) data? How could you collect qualitative (descriptive) data? What is a quantitative question? (e.g., Is the temperature constant throughout the compost pile?) What is a qualitative question? (e.g., Does the color of the compost pile change over time?)
 
 

Example: Each student designs a question to investigate. Class analyzes all questions to classify as qualitative or quantitative.

After reading a science news article, identify variables and write a qualitative and/or quantitative investigative question related to the topic of the article.
  

Example: Adapt an existing lab or activity to: write a different question, identify another variable, and/or adapt the procedure to guide a new investigation.
 
 

Benchmark 3: The students will analyze how science advances through new ideas, scientific investigations, skepticism, and examining evidence of varied explanations.

Scientific investigations usually create opportunities for further study. Science advances because of skepticism. Asking questions about scientific explanations is part of inquiry. Proposed explanations are evaluated by examining all the evidence and providing alternatives.

Much time can be spent asking students to scrutinize evidence and explanations, but to develop critical thinking skills students must be allowed this time. Data that is carefully recorded and communicated can be reviewed and revisited frequently providing insights beyond the original investigative period. This teaching and learning strategy allows students to discuss, debate, question, explain, clarify, compare, and propose new thinking through social discourse. Students will apply this strategy to their own investigations and to scientific theories.
 
 

Indicators: The students will:

1. After doing an investigation, generate alternative methods of investigation and/or further questions for inquiry.

Example: Ask "What would happen if..?" questions to generate new ideas for investigation.
 
 

10 2. Determine evidence which supports or contradicts a scientific breakthrough.

Example: Locate a scientific breakthrough [such as a Hubble discovery] in a newspaper or science magazine and analyze evidence. Is it a reasonable conclusion?
 
 

3. Identify faulty reasoning of conclusions which go beyond evidence and/or are not supported by data in a current scientific hypothesis or theory.

Example: Analyze hypotheses about characteristics of and extinction of dinosaurs. Identify the assumptions behind the hypothesis and show the weaknesses in the reasoning that led to the hypothesis.
 
 

4. Suggest alternative scientific hypotheses or theories to current scientific hypotheses or theories.

Example: At least some stratified rocks may have been laid down quickly, such as Mount Etna in Italy or Mount St. Helens in Washington state.
 
 

Experiences in grades 5-8 will allow all students to develop an understanding of physical science including: characteristics of matter, changes in matter, force and motion, and energy transfer.

Benchmark 1: The students will observe, compare, and classify properties of matter.

Substances have characteristic properties. Substances often are placed in categories if they react or act in similar ways. An example of a category is metals. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and non-living substances we encounter. Middle level students have the capability of understanding relationships among properties of matter. For example, they are able to understand that density is a ratio of mass to volume, boiling point is affected by atmospheric pressure, and solubility is dependent on pressure and temperature.

These relationships are developed by concrete activities that involve hands-on manipulation of apparatuses, making quantitative measurements, and interpreting data using graphs.

Indicators: The students will:

1. Identify and communicate properties of matter, including phases of matter, boiling point, solubility, and density.

Example: Measure and graph the boiling point temperatures for several different liquids. Graph the cooling curve of a freezing ice cream mixture. Observe substances that dissolve (sugar) and substances that do not dissolve (sand).
 
 

2. Using the characteristic properties of each original substance, distinguish components of various types of mixtures.

Example: Separate alcohol and water using distillation. Separate sand, iron filings, and salt using a magnet and dissolving in water. Observe properties of kitchen powders (baking soda, salt, sugar, flour). Mix in various combinations, then identify by properties.
 
 

3. Categorize chemicals to develop an understanding of properties.

Example: Create operational definitions of metals and nonmetals and classify by observable chemical and physical properties.
 
 

Benchmark 2: The students will observe, measure, infer, and classify changes in properties of matter.

Matter chemically reacts in predictable ways with other matter to form new compounds with different properties. Middle level students have the capability of inferring characteristics that are not directly observable and stating their reasons for their inferences. Students need opportunities to form relationships between what they can see and inferences of characteristics of matter.
 
 

Indicators: The students will:

7 1. Measure and graph the effects of temperature on matter.

Example: Change water from solid to liquid to gas using heat. Measure and graph temperature changes. Observe changes in volume occupied.
 
 

10 2. Understand that total mass is conserved in chemical reactions.

Example: Measure the mass of an Alka Seltzer tablet, water, and a container with a lid. Then drop in tablet, close tightly, and measure the mass after the reaction.
 
 

10 3. Understand the relationship of elements to compounds.

Example: Draw a diagram to show how different compounds are composed of elements in various combinations.
 
 

Benchmark 3: The students will investigate motion and forces.

All matter is subjected to forces that affect its position and motion. Relating motions to direction, amount of force, and/or speed allows students to graphically represent data for making comparisons. A moving object that is not being subjected to a force will continue to move in a straight line at a constant speed. The principle of inertia helps to explain many events such as sports actions, household accidents, and space walks. If more than one force acts upon an object moving along a straight line, the forces may reinforce each other or cancel each other out, depending on their direction and magnitude.

Students experience forces and motions in their daily lives when kicking balls, riding in a car, and walking on ice. Teachers should provide hands-on opportunities for students to experience these physical principles. The forces acting on natural and human-made structures can be analyzed using computer simulations, physical models, and games such as pool, soccer, bowling, and marbles.
 
 

Indicators: The students will:

7 1. Describe motion of an object (position, direction of motion, speed, potential and kinetic energy).
  

Example: Follow the path of a toy car down a ramp. The ramp is first covered with tile and then with sandpaper. Consider the total energy (kinetic and potential) at the top of the ramp then at the bottom of it. Note the conversion of potential to kinetic energy. Trace the force, direction, and speed of a baseball, from leaving the pitcher’s hand and returning back to the pitcher through one of many possible paths. What is the source of force that causes a curve ball to move sideways in midflight?
 
 

7 2. Measure motion and represent data in a graph.

Example: Roll a marble down a ramp. Make adjustments to the board or to the marble’s position in order to hit a target located on the floor. Measure and graph the results.
 
 

10 3. Demonstrate an understanding that an object not being subjected to a force will continue to move at a constant speed in a straight line (Law of Inertia).

Example: Place a small object on a rolling toy vehicle; stop the vehicle

abruptly; observe the motion of the small object. Relate to personal experience - stopping rapidly in a car.
 
 

10 4. Demonstrate and mathematically communicate that unbalanced forces will cause changes in the speed or direction of an object’s motion.

Example: With a ping-pong ball and 2 straws, investigate the effects of the force of air through two straws on the ping-pong ball with the straws at the same side of ball, on opposite sides, and at other angles. Illustrate results with vectors (force arrows).
 
 

10 5. Understand that a force (e.g., gravity and friction) is a push or a pull and investigate force variables.

Example: Explore the variables of (wheel and ramp) surfaces that would allow a powered car to overcome the forces of gravity and friction to climb an inclined plane.
 
 

Benchmark 4: The students will understand and demonstrate the transfer of energy.

Energy forms, such as heat, light, electricity, mechanical (motion), sound, and chemical energy are properties of substances. Energy can be transformed from one form to another. The sun is the ultimate source of energy for life systems while heat convection currents deep within the Earth are an energy source for gradually shaping the Earth’s surface. Energy cycles through physical and living systems. Energy can be measured and predictions can be made based on these measurements.
 
 

Students can explore light energy using lenses and mirrors, then connect with real life applications such as cameras, eyeglasses, telescopes, and bar code scanners. Students connect the importance of energy transfer with sources of energy for their homes, such as chemical, nuclear, solar, and mechanical sources. Teachers provide opportunities for students to explore and experience energy forms, energy transfers, and make measurements to describe relationships.

Indicators: The students will:
 
 

7 1. Understand that energy can be transferred from one form to another, including mechanical heat, light, electrical, chemical, and nuclear energy.

Example: Design an energy transfer device. Use various forms of energy. The device should accomplish a simple task such as popping a balloon. Explore sound waves using a spring.
 
 

7 2. Sequence the transmission of energy through various real life systems.

Example: Draw a chart of energy flow through a telephone from the caller's voice to the listener's ear.
 
 

7 3. Observe and communicate how light interacts with matter: transmitted, reflected, refracted, absorbed.

Example: Classify classroom objects as to how they interact with light: a window transmits; black paper absorbs; a projector lens refracts; a mirror reflects.
 
 

7 4. Understand that heat energy can be transferred from hot to cold by radiation, convection, and conduction.

Example: Add colored warm water to cool water. Observe convection. Measure and graph temperature over time.
  

Experiences in grades 5-8 will allow all students to apply scientific process skills to investigate and understand the structure and function of organisms, reproduction and inheritance, behavior and regulation, ecosystems and populations, and adaptations and diversity of organisms.

Benchmark 1: The students will model structures of organisms and relate functions to the structures.

Living things at all levels of organization demonstrate the complimentary nature of structure and function. Disease is a breakdown in structure or function of an organism. It is useful for middle level students to think of life as being organized from simple to complex, such as a complex organ system includes simpler structures. Understanding the structure and function of a cell can help explain what is happening in more complex systems. Students must also understand how parts relate to the whole, such as each structure is distinct and has a set of functions that serve the whole.

Teachers can help students understand this organization of life by comparing and contrasting the levels of organization in both plants and animals. Teachers reinforce understanding of the cellular nature of life by providing opportunities to observe live cultures, such as pond water; creating models of cells; and using the Internet to observe and describe electron micrographs. Early adolescence is an ideal time to investigate the human body systems as an example of relating structure and function of parts to the whole.

Indicators: The students will:

7 1. Relate the structure of cells, organs, tissues, organ systems, and whole organisms to their functions.

Example: Identify human body organs and characteristics. Then relate their characteristics to function. Map human body systems, research their functions and show how each supports the health of the human body. Relate an organism’s structure to how it works (long neck for reaching leaves on a tree).
 
 

7 2. Compare and contrast organisms composed of single cells with organisms that are multi-cellular.

Example: Create and compare two models: the major parts and their functions of a single-cell organism and the major parts and their functions of a multi-cellular organism, i.e. amoeba and hydra.

3. Conclude that breakdowns in structure or function of an organism may be caused by disease, damage, heredity or aging.
 
 

Example: Compare lung capacity of smokers with that of non-smokers and graph the results.
 
 

Reproduction is an activity of all living systems to ensure the continuation of every species. Organisms reproduce sexually and/or asexually. Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another. Students need to clarify misconceptions about reproduction, specifically about the role of the sperm and egg, and the sexual reproduction of flowering plants. In learning about heredity, younger middle level students will focus on observable traits and older students will gain understanding that genetic material carries coded information.

Teachers should provide opportunities for students to observe a variety of organisms and their sexual and asexual methods of reproduction by culturing bacteria, yeast cells, paramecium, hydra, mealworms, guppies, or frogs. Discussions with students about traits they possess from their father and mother lead to an understanding of how an organism receives genetic information from both parents and how new combinations result in the students’ unique characteristics.

Indicators: The students will:

7 1. Conclude that reproduction is essential to the continuation of a species.

Example: Observe and communicate the life cycle of an organism (seed to seed; larva to larva; or adult to adult).Culture more than one generation (life cycle) of an invertebrate organism. Discuss implications of one generation of the species not reproducing.
 
 

7 2. Differentiate between asexual and sexual reproduction in plants and animals.

Example: Compare the regeneration of a planaria to the reproduction of an earthworm.

Compare the propagation of new plants from cuttings, (which skips a portion of the life cycle) with the process of producing a new plant from fertilization to a seed.
 
 

7 3. Infer that the characteristics of an organism result from heredity and interactions with the environment.

Example: Choose an organism. Research its characteristics. Infer if these characteristics result from heredity, environment, or both.
 
 

10 4. Understand that hereditary information contained in the genes (part of the chromosomes) of each cell is passed from one generation to the next.

Example: In a cooperative setting, have students trace parent characteristics with that of an offspring. Use coin tossing to predict the probability of traits being passed on. Remember that not all traits are single gene traits.
 
 

Benchmark 3: The students will describe the effects of a changing external environment on the regulation/balance of internal conditions and processes of organisms.

All organisms perform similar processes to maintain life. They take in food and gases, eliminate wastes, grow and progress through their life cycle, reproduce, and maintain stable internal conditions while living in a constantly changing environment. An organism’s behavior changes as its environment changes. Students need opportunities to investigate a variety of organisms to realize that all living things have similar fundamental needs. After observing an organism’s way of moving, obtaining food, and responding to danger, students can alter the environment and observe the effects on the organism.

This is an appropriate time to study the human nervous and endocrine systems. Students can compare and contrast how messages are sent through the body and how the body responds. An example is how fright causes changes within the body, preparing it for fighting or fleeing.
 
 

Indicators: The students will:

7 1. Understand the effects of a change in environmental conditions on behavior of an organism by carrying out a full investigation.

Example: Select a variable to alter the environment (e.g., temperature, light, moisture, gravity) and observe the effects on an organism (e.g., pillbug or earthworm). Students could also think of their own behaviors and determine environmental conditions that affect behavior.
 
 

7 2. Identify behaviors of an organism that are a response made to an internal or environmental stimulus.

Example: Observe the response of the body when competing in a running event. In order to maintain body temperature, various systems begin cooling through such processes as sweating and cooling the blood at the surface of the skin.
 
 

10 3. Explain that all organisms must be able to maintain and regulate stable internal conditions to survive in a constantly changing external environment.

Example: Investigate the effects of various stimuli on plants and how they adapt their growth: phototropism, geotropism, and thermotropism are examples.
 
 

Benchmark 4: The students will identify and relate interactions of populations of organisms within an ecosystem.

When studying the interaction of populations of organisms and their surroundings, it is important for students to understand and appropriately use terms such as population, habitat, ecosystem, food web, biotic, and abiotic. It also is critical for students to examine the flow of energy through the ecosystem. All members of a species that live together in a given time and place are known as a population. An ecosystem is all the populations living together in a specific place, along with the non-living things with
 
 

Indicators: The students will:

7 1. Recognize that an ecosystem is composed both of all populations living together and of the physical factors with which they interact.

Example: Create a classroom terrarium and identify the interactions between the populations and physical conditions needed for survival. Participate in a field study examining the living and non-living parts of a community.
 
 

7 2. Classify organisms in a system by the function they serve (producers, consumers, decomposers).

Example: Explore populations at a pond, field, forest floor, and/or rotting log. Have students identify the various food webs and observe that organisms in a system are classified by their function.
 
 

7 3. Trace the energy flow from the sun (source) to producers (chemical energy) to other organisms in food webs.

Example: Role play the interactions and energy flow of organisms in a food web by passing a ball of string starting with the sun, progressing to green plants, insects, etc.
 
 

7 4. Relate the limiting factors of biotic and abiotic resources with a species’ population growth and decline.

Example: Change variables such as a wheat crop yield, mice, or a predator, and chart the possible outcomes. For example, how would a low population of mice affect the population of the predator over time? Participate in a simulation such as "Oh Deer" from Project Wild.
 
 

Millions of species of microorganisms, animals, and plants are alive today. Animals and plants vary in body plans and internal structures. Over time, genetic variation acted upon by natural selection has brought variations in populations. This is termed microevolution. A structural characteristic or behavior that helps an organism survive and reproduce in its environment is called an adaptation. When the environment changes and the adaptive characteristics or behaviors are insufficient, the species becomes extinct.

Instruction needs to be designed to uncover and prevent misconceptions about natural selection. Natural selection can maintain or deplete genetic variation but does not add new information to the existing genetic code. Using examples of microevolution, such as Darwin’s finches or the peppered moths of Manchester, helps develop understanding of natural selection. Examining fossil evidence assists the student’s understanding of extinction as a natural process that has affected Earth’s species.

Indicators: The student will:

7 1. Conclude that millions of species of animals, plants and microorganisms have similarities in internal structures, developmental characteristics and chemical processes.

Example: Research numerous organisms and create a classification system based on observations of similarities and differences. Compare this system with a dichotomous key used by scientists. Explore various ways animals take in oxygen and give off carbon dioxide.
 
 

2. Understand that microevolution, the adaptation of organisms - by changes in structure, function, or behavior - favors beneficial genetic variations and contributes to biological diversity.

Example: Compare bird characteristics such as beaks, wings and feet with how a bird behaves in its environment. Then students work in cooperative groups to design different parts of an imaginary bird. Relate characteristics and behaviors of that bird with its structures.
 
 

7 3. Associate extinction of a species with environmental changes and insufficient adaptive characteristics.

Example: Students use various objects, such as spoons, toothpicks, clothespins, to model bird beaks. Students use "beaks" to "eat" several types of food, such as cereal, marbles, raisins, noodles. When "food" sources change, those organisms which have not adapted die.
 

4. Understand that natural selection acts only on the existing genetic code and adds no new genetic information.

Example: Research hemophilia among the Royalty of the 17th - 19th centuries.

5. The effect of selection on genetic variation is a well-substantiated theoretical framework in biology.

Example: Selection (natural and artificial) provides the context in which to ask research questions and yields valuable applied answers, especially in agriculture and medicine.
 
 

Experiences in grades 5-8 will allow all students to study and develop an understanding of the structure and history of Earth and the solar system.

Benchmark 1: The students will understand that the structure of the Earth’s system is constantly changing due to the Earth's physical processes.

Earth has four major interacting systems: the lithosphere/geosphere, the atmosphere, the hydrosphere, and the biosphere. Earth material is constantly being reworked and changed. The rock cycle, the water cycle, and the carbon cycle are powered by physical forces, chemical reactions, heat, energy, and biological processes. The solid Earth is layered with a lithosphere, which is a hot, convecting mantle, and a dense, metallic core. Huge lithospheric plates containing continents and oceans slowly move in response to movement in the mantle. These plate motions also result in earthquakes, volcanoes, and mountain-building. Landforms are caused by constructive and destructive Earth forces.

Middle level students learn about the major Earth systems and their relationships through direct and indirect evidence. First-hand observations of weather, rocks, soil, oceans, and gases lead students to make inferences about some of those major systems. Indirect evidence is used when determining the composition and movement in Earth’s mantle and core. Continents float on the denser mantle, like slabs of wax on the surface of water.

Indicators: The students will:

7 1. Predict patterns from data collected.

Example: Map the movement of weather systems, and predict the local weather conditions.
 
 

7 2. Identify properties of the solid Earth, the oceans and fresh water, and the atmosphere.

Example: Create a concept map of Earth materials using links to show connections, such as water causing erosion of solid, wind evaporating water, etc. Compare the densities of salt and fresh water. Classify rocks, minerals, and soil by properties. Compare heating and cooling over land and water.
 
 

7 3. Model Earth’s cycles.

Example: Create rock cycle and water cycle dioramas. Illustrate global ocean and wind currents. Flow chart a carbon atom through the carbon cycle.
 
 

Example: Plot the location of the Earth’s plate boundaries and compare with recent volcano and earthquake activity in the Ring of Fire. Refer to US Geologic Survey data available on the Internet.
 
 

10 5. Understand water's major role in changing the solid surface of the Earth, such as the effect of oceans on climates and water as an erosional force.

Example: Map major climate zones and relate to ocean currents.

Model top soil erosion.

Measure sediment load in a nearby stream.
 
 

Benchmark 2: The students will understand that past and present Earth processes are similar.

The constructive and destructive forces we see today are similar to those that occurred in the past. Constructive forces include crystal formation by plate movement, volcanic eruptions, earthquakes, and deposition of sediments. Destructive forces include weathering, erosion, and glacial action. Earth’s history is written in the layers of the rocks and clues in the rocks can be used to piece together a story and picture. Geologic processes that form rocks and mountains today are similar to processes that formed rocks and mountains over a long period of time in the distant past.

Teachers can provide opportunities for students to observe and research evidence of changes that can be found in the Earth’s crust. Sedimentary rocks, such as limestone, sandstone, and shale show deposition of sediments over time. Volcanic flows of ancient volcanoes and Earthquake damage can show us what to expect from modern day catastrophes. Glacial deposits show past ice ages and global warming and cooling. Some fossil beds enable the matching of rocks from different continents, and other fossil beds show how organisms developed over a long period of time. Students will need to apply knowledge of Earth’s past to make decisions relative to Earth’s future.
 
 

Indicators: The students will:

7 1. Examine the dynamics of Earth’s constructive and destructive forces over time.

Example: Discuss the destructive force of volcanoes and resultant rocks. Discuss major river floods and resultant sedimentary rock deposition.
 
 

7 2. Compare geologic evidence from different areas.

Example: Locate the same rock layer in 2 local road cuts; give fossil and other evidence that the layer is the same in both exposures. Compare sedimentary deposits from other areas. Are all layers of the geologic column present? If not, which ones are missing? Are the layers of the geologic column always found in the expected sequence?
  

Example: Cut out continents from a world map and slide them together to see how they fit. Plot each continental plate’s latitude and longitude through Earth history.
 
 

Benchmark 3: The students will identify and classify planets and other solar system components.

The solar system consists of the sun, which is an average-sized star in the middle of its life cycle, and the nine planets and their moons, asteroids, and comets, which travel in elliptical orbits around the sun. The sun, the central and largest body in the system, radiates energy outward. The Earth is the third of nine planets in the system, and has one moon. Other stars in our galaxy are visible from Earth, as are distant galaxies, but are so distant they appear as pinpoints of light. Scientists have discovered much about the composition and size of stars, and how they move in space.

Space and the solar system are of high interest to middle level students. Teachers can help students take advantage of the many print and on-line resources as well as become amateur sky-watchers.

Indicators: The students will:

7 1. Compare and contrast the characteristics of the planets.

Example: Search reliable Internet sources for current information. Create a graphic organizer to visualize comparisons of planets.
 
 

7 2. Develop understanding of spatial relationships via models of the Earth/moon/planets/sun system to scale.

Example: Model the solar system to scale in a long hallway or school yard using rocks for rocky planets and balloons for gaseous planets. Designate a large object as the sun. Model the Earth/moon/sun system to scale with the question: If the Earth were the size of a tennis ball, how big would the moon be? How big would the sun be? How far apart would they be?

3. Research smaller components of the solar system such as asteroids and comets.

Example: Identify and classify characteristics of asteroids and comets.
 
 

10 4. Identify the sun as a star and compare its characteristics to those of other stars.

Example: Classify bright stars visible from Earth by color, temperature, apparent brightness, and distance from Earth.
  

Example: Research ancient observations and explanations of the heavens and compare with today’s knowledge.
 
 

Benchmark 4: The students will model motions and identify forces that explain Earth phenomena.

There are many motions and forces that affect the Earth. Most objects in the solar system have regular motions, which can be tracked, measured, analyzed, and predicted. Such phenomena as the day, year, seasons, tides, phases of the moon, eclipses of the sun and moon, can be explained by these motions. The force that governs the motions of the solar system, and keeps the planets in orbit around the sun, and the moon around the Earth, is gravity. Phenomena on the Earth’s surface, such as winds, ocean currents, the water cycle, and the growth of plants, receive their energy from the sun.

Misconceptions abound among middle level students about such concepts as the cause of the seasons and the reasons for the phases of the moon. Hands-on activities, role-playing, models, and computer simulations are helpful for understanding the relative motion of the planets and moons. Teachers can help students make connections between force and motion concepts, such as Newton’s Laws of Motion and Newton’s Law of Gravitational Force, and applications to Earth and space science. Many ideas are misconceptions which could be considered in a series of "what if" questions: What if the sun’s energy did not cause cloud formation and other parts of the water cycle? What if the Earth rotated once a month? What if the Earth’s axis was not tilted?

Indicators: The students will:

7 1. Demonstrate object/space/time relationships that explain phenomena such as the day, the month, the year, and the seasons.

Example: Use an Earth/moon/sun model to demonstrate a day, a month, a year, and the seasons.
 
 

10 2. Model Earth/moon positions that create phases of the moon and eclipses.

Example: Use students to demonstrate the relative positions of the sun, Earth and moon to create eclipses, phases of the moon, and tides, using a circle of students representing the fluid water.
 
 

10 3. Apply principles of force and motion to an understanding of the solar system.

Example: Use string and ball model to illustrate gravity and movement, creating an orbit around a hand.
 
 

Example: Place a piece of graph paper on the surface of a globe at the equator. Hold a flashlight 10 cm from the paper parallel to the globe. Mark the lighted area of the paper. Then, place the graph paper at a high latitude. Again hold the flashlight parallel to the paper 10 cm from the paper. Compare the areas lit at the equator and at the high latitude, with the same amount of light energy. Where does each lighted square of paper receive the most energy?
 
 

Experiences in grades 5-8 will allow all students to demonstrate technological problem solving and understand how science relates to technology.

Benchmark 1: The students will demonstrate abilities of technological design.

Technological design focuses on creating new products for meeting human needs. Students need to develop abilities to identify specific needs and design solutions for those needs. The tasks of technological design include addressing a range of needs, materials, and aspects of science. Suitable experiences could include designing inventions that meet a need in the student’s life.

Building a tower of straws is a good start for collaboration and work in design preparation and construction. Students need to develop criteria for evaluating their inventions/products. These questions could help develop criteria: Who will be the users of the product? How will we know

if the product meets their needs? Are there any risks to the design? What is the cost? How much time will it take to build? Using their own criteria, students can design several ways of solving a problem and evaluate the best approach. Students could keep a log of their designs and evaluations to communicate the process of technological design. The log might address these questions: What is the function of the device? How does the device work? How did students come up with the idea? What were the sequential steps taken in constructing the design? What problems were encountered?

Indicators: The students will:

7 1. Identify situations that can be improved by technological design.

Example: Design a measurement instrument (e.g., weather instruments) for a science question that students are investigating.

Select and research a current technology, then project how it might change in the next 20 years.
 
 

7 2. Design, create and evaluate a product that meets a need or solves a problem.
 
 

3. Explain the method of technological design.

Example: Keep a log of designing (and building) a technology, then use the log to explain the process.
 
 

The primary difference between science and technology is that science investigates to answer questions about the natural world and technology creates a product to meet human needs by applying scientific principles. Middle level students are able to evaluate the impact of technologies, recognizing that most have both benefits and risks to society. Science and technology have advanced through contributions of many different people, in different cultures, at different times in history.

Students may compare and contrast scientific discoveries with advances in technological design. Students may select a device they use, such as a radio, microwave, or television, and compare it to one their grandparents used.

Indicators: The students will:

7 1. Compare the work of scientists with that of applied scientists and technologists.

Example: A scientist studies air pressure. An technologist designs an airplane wing. Complete a Venn diagram to compare the processes of scientists and technologists.

2. Evaluate limitations and trade-offs of technological solutions.

Example: Select a technology to evaluate. List uses, limitations, possible consequences.
 
 

Example: Show the development of compound and complex machines in today’s technological culture, i.e., a simple hand twist drill encompasses wheel, gears, helix, wedge, lever. The power screwdriver/drill adds to the complexity. An electric motor, control switch, torque limitation, and power storage battery further enhances its utility.
 
 

Example: Investigate the complexity of current consumer electronics devices, such as a VCR, video camcorder, or digital camera. Identify:

• mechanical features,
• optical features,
• electronic features, and
• stylistic features.
• Compare costs and features of competitive products.

Example: Using a map of the world, mark the locations for people and events that have contributed to science.
 
 

Experiences in grades 5-8 will allow all students to use process skills to examine and develop an understanding of issues concerning personal health, population, the environment, and natural hazards.

Benchmark 1: The students will make decisions based on scientific understanding of personal health.

Regular exercise, rest, and proper nutrition are important to the maintenance and improvement of human health. Injury and illness are risks to maintaining health. Middle level students need opportunities to apply science learning to their understanding of personal health and science-based decision-making related to health risks.

Parents and teachers need to work in partnership to help students understand that they, the middle level students, not some outside force (parents, school, the law), are the ultimate decision makers about their own personal health. The challenge to teachers is to help students apply scientific understanding to health decisions by giving the students opportunities to gather evidence and draw their own conclusions on topics such as smoking, healthy eating, wearing bike helmets, and wearing car seat belts.

Indicators: The students will:

7 1. Identify individual nutrition, exercise, and rest needs based on science.

Example: Design, implement, and self-evaluate a personal nutrition and exercise program.
 
 

7 2. Use a systemic approach to thinking critically about personal health risks and benefits.

Example: Compare and contrast immediate benefits of eating junk food to long term benefits of a lifetime of healthy eating.
 
 

Example: Evaluate the risks and benefits of foods, medicines, and personal products. Evaluate and compare the nutritional and toxic properties of various natural and synthetic foods.
 
 

Benchmark 2: The students will understand the impact of human activity on resources and environment.

When an area becomes overpopulated by a species, the environment will change due to the increased use of resources. Middle level students need opportunities to learn about concepts of carrying capacity. They need to gather evidence and analyze effects of human interactions with the environment.
 

Teachers can help their students understand these global issues by starting locally. "What changes in the atmosphere are caused by all the cars we use in our community?" Ground-level ozone indicators provide an opportunity to quantify the effect. "After a heavy rain, where does the water go that runs off your lawn?" "What happens to that water source if your lawn was just fertilized before the rain?" The role of the teacher is to help students to apply scientific understanding, gained through their own investigations, of environmental issues. Teachers should help students base environmental decisions on understanding, not emotion.

Indicators: The students will:

7 1. Investigate the effects of human activities on the environment.

Example: Count the number of cars that pass the school during a period of time. Investigate the effects of traffic volume on environmental quality (e.g., water and air quality, plant health).

Investigate the effects of repeatedly walking off the sidewalks. Discuss the implications to the environment. Participate in an environmental Internet study.
 
 

2. Base decisions on perceptions of benefits and risks.

Example: What temporary changes in the atmosphere are caused by the cars and trees in our community?
 
 

Benchmark 3: The students will understand that natural hazards are dynamic examples of Earth processes which cause us to evaluate risks.

California has earthquakes. Florida has hurricanes. Kansas has tornadoes. Natural hazards can also be caused by human interaction with the environment, such as channeling a stream. Middle level students need opportunities to identify the causes and human risks and challenges of natural hazar